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Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning

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Abstract

After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners’ scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are theoretically grounded in Zimmerman’s (Contemp Educ Psychol 16:307–313, 1986; Handbook of self-regulation. Academic Press, San Diego, 2000) social-cognitive-theory-based SRL framework and designed according to a seven-step normative model of SRL (Ziegler and Stoeger in Accompanying manual for a training of self-regulated learning I: resource strategies for fourth-grade elementary school students to improve math skills. Pabst, Lengerich, 2005) and report empirical findings from seven studies—together involving 2019 participants—on the modules’ general and differential effectiveness for in-class primary school SRL interventions. We conclude with remarks on the implications of the modules for primary school gifted education.

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Authors and Affiliations

  1. Department of Education, Faculty of Psychology, Education and Sport Science, School Research, School Development, and Evaluation, University of Regensburg, Universitaetsstrasse 31, 93053, Regensburg, Germany

    Heidrun Stoeger, Sandra Fleischmann & Stefanie Obergriesser

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  1. Heidrun Stoeger
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  3. Stefanie Obergriesser
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Correspondence to Heidrun Stoeger.

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Stoeger, H., Fleischmann, S. & Obergriesser, S. Self-regulated learning (SRL) and the gifted learner in primary school: the theoretical basis and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Educ. Rev. 16, 257–267 (2015). https://doi.org/10.1007/s12564-015-9376-7

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